Documentation and Contextual Analysis of Philippine Children’s Folksongs in Classroom Integration

This study examined the integration of Philippine Children’s Folksongs in classroom instruction. Using a qualitative descriptive approach, data were collected from North Central Elementary school, Ilocanos Elementary School, South Central Integrated school and San Agustin Elementary School in the City of San Fernando, La Union, to document and analyze the folksongs and examine their cultural, historical, and social contexts as reflected in classroom use. The findings revealed that these folksongs serve as effective educational tools that enrich teaching by connecting learners to Filipino heritage, values, and traditions. These folksongs serve as effective educational tools that enrich teaching by connecting learners to Filipino heritage, values, and traditions. While some integration challenges were noted, the study highlights the potential of folksongs as Interactive and meaningful resources in early childhood education. Further research is recommended to assess their sustained impact and adaptability across diverse classrooms.

Philippine children’s folksongs, classroom integration, early childhood education, cultural context, qualitative research

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